Laurie Slatkin

MIAA 340
March 2015
Math concept: Fractions
Grade 5
CCSS.Math.Content.5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of
fractions with like denominators. CCSS.Math.Content.5.NF.2 Solve word problems involving addition and subtraction
of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models
or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally
and assess the reasonableness of answers.

BIG IDEA: Students use equivalent fractions as a strategy to add and subtract fractions building
on previous understanding of unit fractions.
Lesson 1 Goal: Students can make equivalent fractions with a number line, area model, and with
numbers.
Open question: What is a fraction?
Expected student outcomes:
Part of a whole
Part of a set
, , etc
Part of a number line
Numerator
Denominator
Equal parts
Division
Decimal
Management:
Students are working in pairs or threes listing ideas
Students share with table groups to create larger list
Directed questions might include: Where might you see fractions? When
might you need them? What are some examples of fractions?
Academic Language Check: Use students informal language to drive new (or revisited) academic
vocabulary. Co-create a poster to assist in recall.
Bottom number=denominator
Top number=numerator
Pieces=parts
Different denominators=unlike
Same denominators=like
Equal=equivalent
Debrief: Students work together whole class to share ideas while teacher charts using academic
language. Students should use the following sentence frames:
The number on the bottom is the _____________________.

The top number is the _____________________________.

_________________ is an example of a _______________.
My example of a __________________ is ______________.
Describe the activity:
Students use fraction pieces to build equivalent fractions.
Summarize what we have learned: Using their math journals, students will draw and label a
fraction using a number line, an area model, and numbers. Their diagram will include the correct
academic language. The following sentence frame will be completed, cut, and included in their
journal:
A fraction is ________________________________________________________.
Fractions have 2 parts:
1. ___________________________________________
2. ___________________________________________
Formative Assessment: Given a certain number fraction, draw it on a number line or represent
it as an area model.
Lesson 2 Goal: Students can make equivalent fractions with sums of fractions with like
denominators.
Tiered Lessons: Students will be divided into groups based on the outcome of lesson ones
formative assessment.
Group 1: Parallel tasks: Students will work collaboratively together to find equivalent
fractions with a set start point by adding fractions with like denominators. Ie: 7/8 =
______, ________, _________ OR Students will make a chart or poster showing the
fractions in a variety of forms.
Group 2: Students will work with the teacher to clarify misconceptions and create a
poster identifying the parts of a fraction using fraction pieces as a hands on model.
Academic Vocabulary Check: Review the charts to ensure that the correct academic language
has been used. Make any corrections as needed.
Debrief: Guide the students to the following conclusion: Equivalent fractions can be shown in a
variety of ways.
Formative Assessment: Show how to create an equivalent fraction by using addition for a given
fraction.

Math concept: Students fluently multiply and divide within 100

Grade 3 CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total
number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects
can be expressed as 5 7. CCSS.MATH.CONTENT.3.OA.C.7 Fluently multiply and divide within 100, using strategies
such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or
properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. a total
number of objects can be expressed as 5 7. CCSS.MATH.CONTENT.3.NBT.A.3 Multiply one-digit whole numbers by
multiples of 10 in the range 10-90 (e.g., 9 80, 5 60) using strategies based on place value and properties of
operations.

BIG IDEA: Using equal size groups, students understand the meaning of multiplication and division.
Lesson 1 Goal: Students will understand equal groups of as multiplication.
Open question: What is multiplication?
Expected student outcomes:
Counting
Skip counting
Groups
Pairs
Times
Parts
Times tables
2s, 3s, etc
repeated addition
Management:
Students are working in pairs or threes listing ideas
Students share with table groups to create larger list
Directed questions might include: Why might you need multiplication? Can
you think of an example of when you might use multiplication? When your
parents or an adult might use multiplication?
Academic Language Check: Use students informal language to drive new (or revisited) academic
vocabulary. Co-create a poster to assist in recall.
Count by=skip count
Bundle=array
Times=multiplication
Part=factor
Group=factor
Answer=product
Total=product
Pattern=array
Line=row
Debrief: Students work together whole class to share ideas while teacher charts using academic
language. Students should use the following sentence frames:

Equal groups that are repeatedly added or multiplied are called

_____________________. When we multiply, we find an answer called a
________________________. When we multiply, we can find a pattern of
equal rows that is called an array.

Describe the activity:

1.
Students use each other to skip count by twos. 10 students stand and raise their arms.
Students count by twos to find how many arms are up. Students share how many groups of two
they counted.
2.
Students use counters to count in groups. Direct students to make 6 equal groups of 2 to
find a total and record. Repeat with 4 groups of 3, 3 groups of 4, and 2 groups of 6.
Summarize what we have learned: Using their math journals, students will draw a picture of
one of their examples and create a repeated addition sentence and a multiplication sentence.
They will use the following sentence frames to include in their journal:
I can skip count by equal groups to find a ____________________. Repeated addition is
called ____________________.
Formative Assessment: Show how to make 12 with equal groups of 3 or 4.
Lesson 2 Goal: Students can relate multiplication to the array model.
Tiered Lessons: Students will be divided into groups based on the outcome of lesson ones
formative assessment.
Group 1: Parallel tasks: Students will work collaboratively together to complete a
worksheet based on arrays showing both a repeated addition and a multiplication sentence
OR Students will make a chart or poster showing different arrays of a given number with
the related repeated addition and multiplication sentences.
Group 2: Students will work with the teacher to clarify misconceptions and create a
poster with multiplication sentences and repeated addition sentences built from
manipulatives.
Academic Vocabulary Check: Review the charts to ensure that the correct academic language
has been used. Make any corrections as needed.
Debrief: Guide the students to the following conclusion: Multiplication is shown through arrays
or repeated addition.
Formative Assessment: Show how to create an array given a set number of groups.

Math concept: Functions

Grade 8: CCSS.MATH.CONTENT.8.F.A.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of
values and a linear function represented by an algebraic expression, determine which function has the greater rate
of change. 8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line;
give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a
function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a
straight line.

BIG IDEA: Students learn to define, evaluate, and compare functions.

Lesson 1 Goal: Students will understand that functions are used to make predictions about reallife situations.
Open question: What do you know about functions?
Expected student outcomes:
Its a rule
Input/output
Something goes in and something comes out
Can use to graph
Has numbers
Changing numbers
Numbers get bigger/smaller
Management:
Students are working in pairs or threes listing ideas
Students share with table groups to create larger list
Directed questions might include: What can you say about the number of
cuts? What do your variables represent? What relationships do you see in
your data?
Academic Language Check: Use students informal language to drive new (or revisited) academic
vocabulary. Co-create a poster to assist in recall.
Rule=function
x=input
y=output
numbers=variables
Change=rate of change
Debrief: Students work together whole class to share ideas while teacher charts using academic
language. Students should use the following sentence frames:
A number that goes into a function is an ______________ while a number that
comes out of a function is an _______________. A ___________________is
used to organize data. A relationship that assigns exactly one output value for an
input value is a _______________________. The ______________________
describes how one quantity changes in relation to another. My example of a
__________________ is ______________.

Describe the activity:

The String Task-students are given 5 pieces of string, each a different color with a knot tied in
the center. Each string is folded over the knot and cut a specific number of times depending on
the color. Students organize their data in a table and write their thoughts.
Summarize what we have learned: Using their math journals, students will create a function
table with given inputs and one or two outputs to find the data pairs for 5 inputs.
Formative Assessment: Students will complete a function table with a given set of data to find
the rule.
Lesson 2 Goal: Students can find a function given a set of data.
Tiered Lessons: Students will be divided into groups based on the outcome of lesson ones
formative assessment.
Group 1: Parallel tasks: Students will work collaboratively together in pairs to play
Guess My Rule where student one gives a number and student two places the outcome on
a function table leading student one to guess the rule OR Students will make a chart or
poster showing a variety of real life uses for a function table.
Group 2: Students will work with the teacher to clarify misconceptions and create a
poster identifying the rule for a function table with a function table model.
Academic Vocabulary Check: Review the charts to ensure that the correct academic language
has been used. Make any corrections as needed.
Debrief: Students will understand that a function is a rule that assigns to each input exactly
one output.
Formative Assessment: Show how to create a function table with given inputs and a rule and
show how to find a rule given only inputs and outputs.